اصول و مهارت های هدفمند در مدیریت کلاس

•   آرشیو : بهار 1403
•   کد پذیرش : 20024
•   موضوع : سایر شاخه ها
• نویسنده/گان : | صدیقه غفاری
•   زبان : فارسی
•   نوع مقاله : پژوهشی
•   چکیده مقاله به فارسی : روش های زیادی در خصوص اصول مدیریت از جانب معلمان توصیه میشود اما هر روشی در هر کلاسی کارایی ندارد و ممکن است روشی که در کلاسی کارآمدترین روش است، در کلاس دیگر فاقد کارایی باشد. در حالت کلی روشی برای یک معلم کارآمد است که نتیجه خوب و مطلوبی در کلاس او داشته باشد. اکثر معلمان بر حسب تجربه، بدون اینکه از روش تدریس خود آگاه باشند، روش مدیریت صحیح و علمی را در هر لحظه از زمان تدیس خود به کار می¬گیرند و کلاس درس آنها همیشه پر از انگیزه ی یادگیری، فعال و پر از نشاط است.در این پژوهش به بیان اصول و مهارت های هدفمند در مدیریت کلاس پرداخته می شود که با تمسک بدان بتوان به نتایج مطلوب دست یافت.
•   لیست منابع : [1] Armstrong, M. (2020). Strategic management of human resources practical guide translated by Omid Mahdieh and Hamed Arabi, Tehran Cultural Research Office. (In Persian)
  [2] Davis A. (2016). Organizational culture management, translated by Nasser Mirspasi, Paricher Motamed Gurji, Tehran, Marvarid Publication. (In Persian)
  [3] Ghaedamini Harouni, A., & Ebrahimzadeh Dastjardi, R., & Sadeghi, M., & Mahrani Borzani, M. (2022). Identifying the structural pattern of the relationship between organizational culture and leadership styles with knowledge management among the members of the academic staff of Isfahan Islamic Azad University (Khorasgan). Knowledge retrieval and semantic systems quarterly. Volume 10, Number 34, 59-98 (In Persian)
  [4] Hamzeh., H & Hamzeh, M. (2016). The impact of organizational culture in media organizations. The fifth international conference on new researches in economic management and accounting. (In Persian)
  [5] Imani, M.N., & Yousefi, Z., & Sharifi, A. (2021). Presenting the prediction model of ethical leadership based on normative and individual (behavioral) variables. Career and Organizational Consulting Quarterly, 13(1), (In Persian)
  [6] Khabbaz Yazdiha, S., & Sharifi, A., & Imani, M. N. (2020). An Explanation of the Role of Normative Variables in Organizational Silence. Journal of Cultural Management, 14(50), 126-141. (In Persian)
  [7] Mirza Mohammadi, M. (2021). general culture. Tehran. University Publication Center. (In Persian)
  [8] Mohebbi, L., & Maleki, M. & Benisi, V. (2023). Investigating the role of organizational culture dimensions on the performance of educational organizations, Journal of New Developments in Psychology, Educational Sciences and Education, - No. 60, 183 to 188. (In Persian)
  [9] Landran Esfahani, S. & Heydari, H., )2023(, investigating the relationship between organizational culture and organizational behavior in Iran's administrative units, the first international conference on management capabilities, industrial engineering, accounting and economics, Babol, (In Persian).
  [10] Moghimi Ghadiklai, h. (2019) Investigating the relationship between leadership styles of organizational culture and the productivity of primary school teachers in Qaimshahr city, Master's thesis of Allameh Amini Institute of Higher Education, Department of Educational Sciences - Educational Management. (In Persian).
  [11] Olyaei Faizabadi, N., & Kafash, M., & Nagibi Torbati, A., & Asadi, R. (2023). Investigating the relationship between organizational culture and job attachment with organizational citizenship behavior of elementary school teachers in Torbat Heydarieh city, the first international conference on psychology, social sciences, educational sciences and philosophy, Babol, (In Persian)
  [12] Turki, M., & Kalantari Shahijan, M., & Alirezaei, A. (2022). The effect of green transformational leadership on green behavior with the mediating role of green organizational culture and environmental concerns. Journal of value creating in Business Management, 1(2), 93-113. (In Persian)
  [13] Yousefi, Z., & Imani, M., & Sharifi, A. (2022). Investigating the impact of individual and normative variables on ethical leadership. Sociology of education. Vocabulary of employment and organizational counseling. 13(46). 183-200. (In Persian)
  [14] Zarei Matin, H., & Sobbanipour, S.M., & Alvani, S.M & Jandaghi, G.R. (2021). Designing an Effective Human Resource Management Model Based on Organizational Culture in the Iranian Public Section. Organizational Culture Management. 19(1),25-49. (In Persian)
  [15] Zebardast, M., & Azizi, N., & Rahimi, A., & Ahmadi, H. (2022). The mediating effect of organizational culture on the structural relationships between the transformational leadership of university educational group managers and the effectiveness of faculty members, Karafan Quarterly, Volume: 19, (In Persian)
  [16] Abdollahi, M. H., & gholami torksaluye, S., & abbasian, M. (2022). Developing a model of effective factors in the effectiveness of virtual education in general physical education lessons in corona pandemic conditions. Research on Educational Sport, 9(25), 89-110. (in Persian).
  [17] Abd Majid, F., & Shamsudin, N. M. (2019). Identifying factors affecting acceptance of virtual reality in classrooms based on Technology Acceptance Model (TAM). Asian Journal of University Education, 15(2), 51-60. (in Persian).
  [18] Almaiah, M. A., & Al-Khasawneh, A., & Althunibat, A. (2020). Exploring the critical challenges and factors influencing the E-learning system usage during COVID-19 pandemic. Education and Information Technologies.
  [19] Brown, G. (2018). Online Education Policy and Practice: The Past, Present, and the Future of the Digital University. American Journal of Distance Education, 32 (2), 156-158.
  [20] Buń, P. K., & Wichniarek, R., & Górski, F., & Grajewski, D., & Zawadzki, P., & Hamrol, A. (2016). Possibilities and determinants of using low-cost devices in virtual education applications. EURASIA Journal of Mathematics, Science and Technology Education, 13(2), 381-394.
  [21] Eisenchlas, S. A., & Schalley, A. C., & Guillemin, D. (2013). The importance of literacy in the home language: The view from Australia. Sage Open, 3(4), 2158244013507270.
  [22] Escobar-Grisales, D., & Vásquez-Correa, J., & Vargas-Bonilla, J. F., & Orozco-Arroyave, J. R. (2020). Identity Verification in Virtual Education Using Biometric Analysis Based on Keystroke Dynamics. TecnoLógicas, 23(47), 193-207.
  [23] Friskawati, G. F., & Karisman, V. A., & Stephani, M. R. (2020). Analyzing the Challenges to Using Technology in Physical Education. In 1st South Borneo International Conference on Sport Science and Education (SBICSSE 2019) (pp. 15-17). Atlantis Press.
  [24] Gelineau-Morel, R., & Dilts, J. (2021). Virtual education during COVID-19 and beyond. Pediatric neurology, 119, 1-2. https://pubmed.ncbi.nlm.nih.gov/33812265/
  [25] Hinojo Lucena, F. J., & López Belmonte, J., & Fuentes Cabrera, A., & Trujillo Torres, J. M., & Pozo Sánchez, S. (2020). Academic effects of the use of flipped learning in physical education. International Journal of Environmental Research and Public Health, 17(1), 276.
  [26] Kim, E. J., & Kim, J. J., & Han, S. H. (2021). Understanding student acceptance of online learning systems in higher education: Application of social psychology theories with consideration of user innovativeness. Sustainability, 13(2), 896.
  [27] Parapi, J. M. O., & Maesaroh, L. I., & Basuki, B., & Masykuri, E. S. (2020). Virtual education: A Brief Overview of Its Role in The Current Educational System. Scripta: English Department Journal, 7(1), 8-11.
  [28] Qingtao, Z. (2020). Analysis and Research on the Combination of Virtual Reality Technology (VR) and College Sports Training. In Journal of Physics: Conference Series (Vol. 1486, p. 052011).
  [29] Rezapour, F., & Moharramzadeh, M. (2021). Developing an Efficiency Model for Virtual Educational Plan of Physical Education in Schools (Case Study: Covid-19 Pandemic). Research on Educational Sport, 9(23), 99-128. (in Persian).
  [30] Vershitskaya, E. R., & Mikhaylova, A. V., & Gilmanshina, S. I., & Dorozhkin, E. M., & Epaneshnikov, V. V. (2020). Present-day management of universities in Russia: Prospects and challenges of e-learning. Education and Information Technologies, 25(1), 611-621.
  [31] Ahmad I, Said H, Zeb A, Sihatullah S, Rehman K. Effects of Professional Attitude of Teachers on their Teaching Performance: Case of Government Secondary School Teachers in Malakand Region, Khyber Pakhtunkhwa. Pakistan Journal of Educational and Social Research. 2013; 3(1).
  [32] Bin Hashim M, Bin Ghani M, Ibrahim S, Mohd Zain W. The relationship between teacher's self-efficacy and attitudes towards inclusive education in Pulau Pinang. International Journal of Research in Social Sciences. 2014; 7(4):24-33.
  [33] Schipper T, Goei S, de Vries S, van Veen K. Developing teachers’ self-efficacy and adaptive teaching behavior through lesson study. International Journal of Educational Research. 2018; 88:109-120.
  [34] Ciampa K, Gallagher T. A comparative examination of Canadian and American pre-service teachers’ self-efficacy beliefs for literacy instruction. Reading and Writing. 2017; 31(2):457-481.
  [35] Hussain S, Ahmad N, Saeed S, Khan F. Effects of Flip Learning Approach on Prospective Teachers’ Pedagogical Skills. The Dialogue. 2015; 3(10):326-337.
  [36] Caliskan S, Bicen H. Determining the Perceptions of Teacher Candidates on the Effectiveness of MOODLE Used in Flipped Education. Procedia Computer Science. 2016; 102:654-658.
  [37] Brwom G. College Instructors' Experiences Transitioning to Inverted Classroom Instruction [Doctoral Dissertation]. College of Education, Walden University; 2017.
  [38] Cheng Y, Weng C. Factors influence the digital media teaching of primary school teachers in a flipped class: A Taiwan case study. South African Journal of Education. 2017; 37(1):1-12.
  [39] Avalos, B., & Assael, J. (2007). Moving from resistance to agreement: The case of the chilean teacher performance evaluation. Educational Research, 45, 254-266.
  [40] Danielson, C. (2001). New trends in teacher. Evaluation In Educational Leadership, 58(5), 12-15.
  [41] Grant, C. A., & Maureen, G. (2006). A candid talk to teacher educators about effectively preparing teachers who can teach everyone’s children. Teacher Education, 57(3), 292-299.
  [42] Greaney, V., & Kellaghan, T. (2008). Assessing national achievement levels in education. Washington DC: The World Bank.
  [43] Hong, J., Horng, J. S., Lin, C., & Chanlin, L. J. (2008). Competency disparity between pre-service teacher education and in-service teaching requirements in Taiwan. Educational Development, 28(1), 35-56.
  [44] Huntly, H. (2008). Teachers’ work: Beginning teachers’ conceptions of competence. The Australian Educational Researcher, 35(1), 126-145.
  [45] Kimball, S. M., & Milanowski, A. (2009). Within a standards-based evaluation system. Educational Administration, 45, 1-8.
  [46] Koster, B., Mieke, B., Fred, K., & Theo, W. (2005). Quality requirements for teacher educators, Teaching and Teacher Education, 21(2), 16-28.
  [47] Moreno, J. M. (2007). Do the initial and the continuous teachers’ professional development sufficiently prepare teachers to understand and cope with the complexities of today and tomorrow’s education?. Educational Change, 8(2), 5-36.
  [48] OECD (2009). Teacher evaluation: A conceptual framework and examples of Country Practices. Presented at the OECD- Mexico Workshop towards a Teacher Evaluation Framework in Mexico: International Practices, Criteria and Mechanisms, held in Mexico City on 1-2 December.
  [49] Tuytens, M., & Devos, G. (2011). Stimulating professional learning through teacher evaluation: an impossible task for the school leader?. Teaching and Teacher Education, 27(5), 891-899.
•   کلمات کلیدی به فارسی : اصول، مهارت، هدفمند، مدیریت کلاس.
•   چکیده مقاله به انگلیسی :
•   کلمات کلیدی به انگلیسی :
•  صفحات : 59-70
•   دانلود فایل ( 365.80 KB )